DOCUMENT RESUME ED 045 395 SF 010 113 AUTHOR Dremmel, Donna; And Others TITLE A Teacher's Guide to KOLab. INSTITUTION Kemmerer School District Number One., Wyo. PUB DATE Jun 70 NOTE, 173p. EDRS PRICE EDRS price ME-$0.75 PC Not Available from EnRS. DESCRIPTORS *Elementary School Science, *Instructional Materials, Science Activities, Science Projects, *Science Units, *Teaching Guides ABSTRACT brhis teacher's guide has heen written for the elementary classroom teacher as an aid and not as a course of study. The guide lists units of study that might he undertaken in any classroom and indicates objectives, activities, teaching aids, and reference materials that will be helpful in the development of the unit. Topics covered include conservation, geology, soil, seeds, trees, plants in their habitats, bacteria, molds, birds, mammals, reptiles and amphibians, arthropods, fish, pond water, oceanography, light, electricity, magnetism, weather, scientific weights and measurements, space, flight and the senses. The guide includes a listing of free films available from a variety of sources. fNot available in hardcopy due to marginal legibility of original document.) (PP) A Teacher's Guide to KOLab U S. DEPASTMIE NT Of MEAtEM. EDUCATION $ MESAS I Of ha Of EDUCATION THIS COCvTAINT mAS SUS RESODUCID EXACTLY AS AtCtrvED f NOM THE go:SUNOS 0110AIO2AION 011utottATINOItPONES Of VIEW OA CANONS STATED CO NOT NEM SASitT StPSISENT Of MAL Oft ICE Of EDU CATION POSITION OS ON)ttCT KEMMERER OUTDOOR LAB SCHOOL DISTRICT NUMBER ONE Kommetet, Wynrnini A TEACHER'S GUIDE TO Kelm SCHOOL DISTRICT NUMBER ONE KEMMERER, WYOMING KEMMERER OUTDOOR LABORATORY TEACHERS SCIENCE-UNIT GUIDE BOOK SCHOOL DISTRICT NO. ONE KEMMERER, WYOMING Robert G. Naylor Superintendent Billie L. Mowly, Director Florence Krell, Associate Director Written and Prepared by Donna Dremmel Donna Lamborn Linda Murray Nancy Peternai Jeanne Shelata Roselle Tratnik June, 1970 TABLE OF CONTENTS PAGE WELCOME TO THE KEMMERER OUTDOOR LABORATORY 1 GENERAL OBJECTIVES 2 UNIT 1: CONSERVATION 6 UNIT 2: GEOLOGY - ROCKS AND MINERALS 16 UNIT 3: SOIL 21 UNIT 4: SEEDS 26 UNIT 5: TREES 33 UNIT 6: PLANTS IN THEIR HABITATS 38 UNIT 7: BACTERIA - TINY PLANTS 45 UNIT 8: MOLDS, TINY PLANTS 50' UNIT 9: BIRDS 51 UNIT 10: MAMMALS 63 UNIT 11: REPTILES AND AMPHIBIANS 69 UNIT 12:ARTHROPODS 74 UNIT 13: FISH - FRESH-WATER 89 UNIT 14: POND WATER 93 UNIT 15:OCEANOGRAPHY 100 UNIT 16: LIGHT 104 UNIT 17: ELECTRICITY 109 UNIT 18: MAGNETISM 115 UNIT 19: WEATHER 124 UNIT 20: SCIENTIFIC WEIGHTS AND MEASUREMENTS 139 UNIT 21: SPACE 141 UNIT 22: FLIGHT 152 UNIT 23: THE SENSES 158 FREE FILMS 162 WELCOME TO TUE KEMMERER OUTDOOR LABORATORY KOLab is an experience in science with the emphasis on the relationships among living organisms and their environ- ment. It is felt that the experiences the student gains from visiting the KOLab area and being involved as a part of the program will be a stimulus for him in other facets of the school program as well as in science. The KOLab is designed to complement and supplement--not to replace-- the total science curriculum. The outdoor laboratory area of five acres is located immediately south of the Junior High School building and is open and available to all. Although the KOLab area is a significant part of the program, most of the activity occurs within the classroom and this area is a special classroom in itself. This booklet has been prepared by classroom teachers who have been involved with the KOLab program throughout the past year and have used it with success.This guide has been writ- ten for the classroom teacher as an aid and not as a course of study. This guide lists units of study that might be un- dertaken in any classroom and indicates objectives, activities, teaching aids, and reference materials that will be helpful in the development of the unit. The teacher need not feel limited to or dictated to by these units; the students' interests and innate curiosity may direct the class to an interesting topic through a discovery of his own. The teacher need not know all the answers or fear the undertaking of a topic because of a lack of knowledge re- lating to that subject. A great deal of science knowledge is more valuable and useable to the student who learns through experimentation and experience. Materials, supplies, and resource information are avail- able in your classroom building, or library. Special mater- ials or assistance are available from the Jr.-Sr. High School science staff through your principal. -1- GENERAL OBJECTIVES 1. Students and teachers working with these units can become familiar with fundamental principals and basic scientific principles and equipment 2. Observations, experimentation, the checking of ideas, the recording of data, the use of measure- ments, and thinking 3. Individual achievement 4. Conservation of Natural Resources 5. An appreciation of nature 6. -.Gain an awareness of plant and animal relationships LET'S TAKE A FIELD_TRIP A field trip is an organized study venture ektndlng__ beyond the walls of the regular classroom. (Taken from Letla----__ Take a Field Trip, Hurd, Paul D.) Purposes of a field trip: a. collecting data b. observing phenomena c. gathering specimens d. identifying relationships e, tracing processes OrRaniration of a Field Trip 1. The teacher should have a general betkground informa- tion concerning the site, plant, locality, etc. of the field trip to give to the students. 2. Have a study guide consisting of a short description of the need and specific purposes of the trip, a map, tours which will be given, etc., prepared by the teacher and/or the students. 3. The teacher has the responsibility of maintaining discipline throughout the field trip to insure a maximum learning situation for the students. 4. Preplanning the field trip should include these details: -2- a. location of resource center (field trip) b. time schedule c. route which will be taken d. class organization at the resource center e. transportation f. standard forms for parental permission, approval by the principal, and requests if any g. check with your principal before organi- zing the trip h. costs, if any, such as transportation, admissions, fees, meals, etc. i. liability for accidents j. special permits if needed (state and national parks and game preserves require these). k. evaluation, and follow-up procedure, back in the classroom after the field trip 1. sponsors or chaperones SUGGESTED FIELD TRIPS 1. KOLab 2. Utah Power and Light Plant 3. Elk feeding grounds in Jackson, Wyoming 4. Big Springs, near Elk Creek camp ground 5. Fish hatchery in Star Valley 6. Fort Bridger Natural Museum 7. FKC 8. Gas plant in Opal, Wyoming REFERENCES Let's Take a Field Trio, Hurd, Paul Dell. LKC How To Lead a Field Trip, Audubon Nature Bulletin 013 -3- 4.de- It.eict BEFORE THE TRIP t. Have an Objective 2. Make it exciting 3. Know your Subject 4. Know your Trail 5, Prepare group in advance PREPARE PREPARE YOURSELF =saga Ei`RMaLSURDIGTHEISANDIONS 1. &plain the rules 2. Keep order 3. Stay behind the leader 4. Gather around 5. Stay on the trail SAFETY 6. Watch your feet 01 7. Prepare for energenOie8 outdoo4r 8. Good CONSSRiATIOS manners 9. Practice conservation -4- WRING THE TRIP - TECHNIQUES 1. Explain objectives 2. Move out rapidly 3. Walk casually 4. Talk conversationally 5. Stop to lock 6. Prepare for surprises 7. Keep stops short 8. Use serial method 9. Use games 10. Encourage discovery 11. Use all senses 12. Climax the trip FATIGUE_ 13. Watch length 14. Conclude 8UN3ABIZE AND FOLLOW -UP )14mories -5- UNIT 1 CONSERVATION TERMS Conservation - The wise use, or the practice of saving resources Erosion - The wearing away of rocks and top soil by the forces of nature Sediment - Materials that are carried by water and then dropped Topsoil - The top layer of soil which contains all the minerals necessary for good growth Contour plowing - Plowing around a hill, rather than vertically Shelterbelt (windbreak) - Trees planted in such a way so as to prevent erosion and to provide an area free from nature's forces Pollution - Contamination by smog, sewage, etc. Smog - A fog made heavier and darker by smoke and chemical fumes Crop rotation - Planting crops in different fields, letting the soil "rest" Watershed - The water sources and coverage of a certain area Natural Resources Plants, soil, minerals, and wildlife -6- THINGS TO FIND OUT 1. What does the word "conservation" mean? 2. What causes soil erosion? 3. Which part of the soil is the "topsoil"? 4. What are some methods farmers can use to prevent the wearing out of their land? 5. Name some of our natural resources found in Wyoming, and around the Kemmerer aria. 6. What does the word "polluation" mean? 7. What makes up "smog"? 8. Name two things man has done to cause erosion. 9. What happens when the top soil is washed away? 10. How does fire endanger our conservation of natural resources? 11. What are ways in which we can conserve water? 12. What is the purpose of crop rotation? 13. Explain these terms, and how they are related to conservation of soil: terracing, mulching, drain- age, irrigation, woodland management, striperopping, watershed. 14. How did the dust storms of the thirties affect the people of the Great Plains? 15. How would a permanent dust bowl affect the meat- packing industry and grain exchange of Chicago? 16. What are the damages to public health and wildlife when there is pollution of streams from city sewage and factory waste? 17. Name some effects of soil erosion. 18. Discuss the uses of forests, forest products, and forests in Wyoming. What are the causes and effects of forest fires? 19.